Resumo em Português:

Resumo Tendo em vista a expansão do inglês como uma língua de contato entre falantes de diferentes contextos, isto é, o inglês como língua franca (ILF) e suas implicações no ensino-aprendizagem do idioma, este artigo tem como objetivo analisar planos de aula de acadêmicos do terceiro ano do curso de Letras, elaborados durante aulas que abordavam a perspectiva do ILF, em uma disciplina de formação de professores de uma universidade pública paranaense. O estudo é de natureza qualitativa e epistemologia interpretativista, caracterizando-se como um estudo de caso do tipo etnográfico. A pesquisa baseia-se nos trabalhos de alguns estudiosos do ILF, como Jenkins (2009), e do ILF na formação de professores, a exemplo de Gimenez (2015) e Duboc (2018). Os resultados evidenciam, nos planos de aula, uma menor ênfase no modelo do falante nativo e uma ampliação de variedades de língua inglesa. No que tange à formação docente inicial e ILF, é preciso continuar com as discussões sobre a perspectiva em variados contextos na universidade

Resumo em Inglês:

Abstract In view of the expansion of English as a language of contact between speakers from different contexts, i.e. English as a lingua franca (ELF), and its implications for language teaching and learning, the aim of this paper is to analyse the lesson plans of third-year undergraduate students, drawn up during classes that addressed the ELF perspective in a teacher education course. The study is qualitative and has an interpretivist epistemology, characterizing it as an ethnographic case study. The research is based on the work of ELF scholars such as Jenkins (2009), and ELF in teacher education, such as Gimenez (2015) and Duboc (2018). The results show less emphasis on the native speaker model in the lesson plans and an expansion of English language varieties. Regarding initial teacher education and ILF, there is a need to continue discussions about the perspective in a variety of contexts at the university.

Resumo em Português:

Resumo Neste artigo1 analisamos o Programa Ganhando o Mundo Professor (GMP), promovido pelo Governo do Estado do Paraná, por meio da Secretaria de Estado da Educação (SEED/PR), a partir da perspectiva dos Parâmetros para Internacionalização da Educação Básica (Brasil, 2022) e de internacionalização crítica. Pautamo-nos em Köhler, Britz e Morosini (2023) para tratar da internacionalização na educação básica, nos autores Vavrus, Pekol (2015); Piccin, Finardi, (2019); Finardi, Mendes, Silva, (2022) sobre a internacionalização crítica e em Hudzik (2011) que apresenta o conceito de internacionalização abrangente. As visões dos gestores da (SEED/PR) foram captadas por meio de notícias de jornal e de documentos públicos (leis e editais) relativos ao GMP. Como resultado, o programa GMP, sob o ponto de vista de gestores, apresenta divergências, em relação a esses referenciais, tais como, desvalorizar conhecimentos locais, ao requerer que os participantes repliquem localmente o que aprenderam em um curto espaço de tempo no exterior.

Resumo em Inglês:

Abstract In this article, we analyze the Ganhando o Mundo Professor Program (GMP), promoted by the Government of the State of Paraná, through the State Secretariat of Education (SEED-PR), from the perspective of the Parameters for the Internationalization of Basic Education (Brasil, 2022) and critical internationalization. The theoretical framework is based on Köhler, Britz and Morosini (2023) to address internationalization in basic education, Vavrus, Pekol (2015); Piccin, Finardi, (2019); Finardi, Mendes, Silva, (2022) on critical internationalization and Hudzik (2011) who presents a comprehensive concept of internationalization. The views of the managers of (SEED/PR) were captured through newspaper articles and public documents (laws and notices) related to the GMP. As a result, the GMP program, from the point of view of managers, presents divergences in relation to these references, such as devaluing local knowledge by requiring participants to replicate locally what they learned in a short space of time abroad.

Resumo em Inglês:

Abstract This study explores how educated Pakistani professionals perceive the dominance of English and its effects on local languages and social structures. Though often viewed as a neutral lingua franca, English is framed here as a tool of linguistic imperialism, shaping education, economy, and identity. Guided by Robert Phillipson’s theory of Linguistic Imperialism and the metaphor of Lingua Frankensteinia, the study analyzes semi-structured interviews with four professionals. Findings reveal that English is seen as a path to upward mobility and global access but also as a source of cultural displacement and inequality. Local languages are increasingly marginalized, and English proficiency is tied to elitism and intelligence. The research calls for inclusive language policies that value indigenous languages while acknowledging English’s global role.

Resumo em Inglês:

Abstract This collective case study investigates how dyslexia affects reading ability in the first and second language among six Brazilian students with dyslexia and a control group without dyslexia in grades 3 to 5 at a bilingual primary school. Two reading-aloud tests, one with real words and one with pseudowords, were administered in English (L2) and Brazilian Portuguese (L1). Dyslexic students made more errors than their typically developing peers across all conditions of language, word frequency, word length, error type, and syllabic position. Some error types decreased with age among dyslexics, suggesting improvement over time. Both groups encountered greater difficulty with pseudowords, especially in Brazilian Portuguese (BP). In BP, dyslexics showed more rhyme and multisyllabic errors, which further illustrates how error patterns differed between languages.

Resumo em Inglês:

Abstract Despite digital advances, coursebooks remain central to language education (Modén et al., 2023), yet pronunciation is still underrepresented (Topal, 2022). This study addresses the gap in research on pronunciation content in tertiary-level EFL coursebooks. An international coursebook series was analyzed across five proficiency levels (A1–C1). The analysis focused on segmentals and suprasegmentals, alignment with Celce-Murcia et al.'s (2010) communicative framework, and adherence to pronunciation materials design principles (Levis & Sonsaat, 2016). Suprasegmentals dominated, with stress, intonation, and connected speech being common. Segmentals focused on select vowels, consonants, and symbols. Most activities emphasized discrimination and analysis and generally followed design principles. Findings suggest improved integration but highlight areas for further improvement and research.

Resumo em Inglês:

ABSTRACT The aim of this paper is to analyze Garry Kilworth’s animal fantasy fiction in the context of Joan Gordon’s figure of the amborg in order to demonstrate how Kilworth’s re-imagining of interspecies boundaries undermines the Anthropocene’s meta-narrative of human dominance. The three works chosen for analysis—the stand-alone novel Midnight’s Sun (1990), the Welkin Weasels series (1997-2003), and the short story “The Fabulous Beast” (2012)—differ considerably in their depiction of the animal Other yet are linked by a shared message of interspecies kinship, which corresponds to the calls for interconnectedness expressed by many leading researchers of the Anthropocene. Overall, this paper argues that Kilworth’s animal fantasy, and much of contemporary speculative fiction in general, invites its readers to deconstruct the Anthropocene by realigning their optics and seeing the Self in the animal Other, the animal Other in the Self.

Resumo em Português:

Resumo Embora o filme Sorry We Missed You (2019), de Ken Loach, tenha gerado discussões significativas sobre as configurações do trabalho no contexto contemporâneo, alguns aspectos cruciais de sua composição permanecem insuficientemente explorados. Este ensaio apresenta um trabalho de interpretação de um desses aspectos, a saber, a intersecção entre subjetividade e trabalho presente no modo como se configura a representação do cotidiano na composição narrativo-dramática do filme. Para este fim, partindo da noção de “fantasia social”, de Slavoj Žižek, tecemos uma série de comentários críticos com a intenção de refletir sobre a composição narrativo-dramática, à luz tanto do processo histórico-social pós-fordista, como de seus impasses, em perspectiva interdisciplinar. Entre as referências teóricas deste ensaio, estão os estudos de Arantes (2014), Bihr (1998), Harvey (1992), Safatle (2019) e Žižek (2014). De acordo com a interpretação aqui proposta, o filme estiliza uma experiência social de sofrimento característico de uma ordem simbólica na qual prevalece uma “violência sistêmica” (Žižek, 2014), que ocasiona um processo de “centralidade negativa do trabalho” (Arantes, 2014). A partir dessas condições, argumentamos ser possível acompanhar uma dialética de reconhecimento do desejo que estrutura a tensão social irresolvida, na qual o fracasso da fantasia conduz a personagem Ricky a um encontro traumático com o Real.

Resumo em Inglês:

Abstract Although Ken Loach's Sorry We Missed You (2019) has sparked significant discussions about the configurations of labor in the contemporary context, some crucial aspects of its composition remain insufficiently explored. This essay offers an interpretation of one such aspect: the intersection between subjectivity and labor as represented in the film's narrative-dramatic composition of everyday life. To this end, drawing on Slavoj Žižek's notion of “social fantasy,” we present a series of critical reflections to examine the narrative-dramatic composition in light of both the post-Fordist historical-social process and its impasses, from an interdisciplinary perspective. The theoretical references for this essay include studies by Arantes (2014), Bihr (1998), Harvey (1992), Safatle (2019), and Žižek (2014). According to the interpretation proposed here, the film stylizes a social experience of suffering characteristic of a Symbolic order dominated by “systemic violence” (Žižek, 2014), which engenders a process of “negative centrality of labor” (Arantes, 2014). From these conditions, we argue that it is possible to identify a dialectic of desire recognition that structures the unresolved social tension, in which the collapse of fantasy leads the character Ricky to a traumatic encounter with the Real.

Resumo em Português:

Resumo Com esse artigo, gostaríamos de ilustrar como o corpo e suas extensões tecnológicas são concebidas na obra de ficção científica do autor inglês J. G. Ballard. Para tanto, iremos analisar duas de suas principais obras: The Atrocity Exhibition (2014) e Crash (2007). Nossa hipótese de leitura é a de que, no alvorecer do neoliberalismo (período que Jameson se presta a chamar também de Capitalismo Tardio), Ballard (de)compõe um tipo de discurso corpóreo destinado a construir um corpo gótico – um corpo que se desviaria das idealizações de integração aos circuitos tecnológicos contemporâneos. Como, através de circuitos que passam pela morte, a tecnologia, o prazer e a espetacularidade, Ballard seria capaz de conceber tal corpo?

Resumo em Inglês:

Abstract With this article, we would like to illustrate how the body and its technological extensions are conceived in the science fiction work of the English author J. G. Ballard. To do so, we will analyze two of his main works: The Atrocity Exhibition (2014) and Crash (2007). Our reading hypothesis is that, at the dawn of neoliberalism (a period that Jameson also calls Late Capitalism), Ballard (de)composes a type of corporeal discourse destined to construct a gothic body – a body that would deviate from the idealizations of integration into contemporary technological circuits. How, through circuits that involve death, technology, pleasure and spectacularity, would Ballard be able to conceive such a body?

Resumo em Inglês:

Abstract This article explores the decolonizing potential of anthropophagic parody in A décima segunda noite (2006), by Luis Fernando Verissimo, a novel that reimagines Shakespeare’s Twelfth Night through Oswald de Andrade’s concept of cultural anthropophagy. By transposing the play into a Brazilian setting, the novel subverts the hierarchical centrality of Shakespeare in the Western canon. The parrot-narrator, Henri, embodies this process by mimicking and distorting Shakespeare’s text in a carnivalesque dialogue that both honors and critiques its source. Engaging with post-colonial and literary theorists such as Walter Mignolo and Linda Hutcheon, the article argues that anthropophagic parody enacts epistemic disobedience, allowing a Brazilian writer to appropriate and reconfigure Shakespeare’s legacy. Through linguistic, narrative, and thematic disruptions, A décima segunda noite illustrates how anthropophagic parody can dismantle colonial epistemologies, demonstrating the subversive potential of Brazilian literature to engage critically with global cultural traditions while asserting its own creative agency.

Resumo em Português:

RESUMO Este artigo descreve e interpreta os rearranjos formais que a série televisiva Admirável mundo novo fez em relação ao romance homônimo, escrito por Aldous Huxley, em que se baseou. Por meio das modificações do funcionamento do protagonista e do significado da revolta, busca-se compreender o conjunto de ansiedades sociais que essa nova estrutura narrativa tenta fixar. A série, ao contrário do romance, procura representar uma saída para o mundo distópico, a qual, por sua vez, indica os descompassos do ponto de vista progressista contemporâneo.

Resumo em Inglês:

ABSTRACT This paper describes and interprets the formal rearrangements made by the television series Brave New World when compared to the homonymous novel, written by Aldous Huxley, on which it was based. Through changes in the protagonist's functioning and the meaning of the revolt, it intends to understand the set of social anxieties that this new narrative structure formulates. The TV series, unlike the novel, seeks to represent a way out of the dystopian world, which, in turn, indicates the inconsistencies of a progressive and contemporary point of view.

Resumo em Inglês:

Abstract This essay1 aims at examining the representation of old age in short stories by the Arab American writers Frances Khirallah Noble and Joseph Geha. For such, it takes into account the Arab migration to the United States in the first decades of the twentieth century. Moreover, it discusses the dualism between disseminating and reinforcing traditional practices from the place of origin and, on the other hand, a tendency toward assimilation as the way to a successful settlement in the new country. As portrayed by the literary texts under analysis here, the tension between perpetuating traditions and embracing foreign traits directly affects elder members of Arab American collectivities, who may be either pushed to the margin by younger generations or respected for holding a set of values and memories which can be used for the benefit of their communities.

Resumo em Inglês:

Abstract Intellect is an overlooked aspect in scrutinizing the effects of hegemonic masculinity in critical studies on men and masculinities. In postcolonial, liberalized, and post-modern India, it interacts with overlapping identities, primarily gender, to create a complex reality, particularly for the most underprivileged Dalits. The article examines the intersections of caste, masculinity, and intellect in Manu Joseph’s novel Serious Men (2010), which underscores the gendered nature of politicized knowledge productions. Using the concepts of “hegemonic masculinity” and “global intellectual hegemony”, the article analyzes the dynamics of caste and intellect in marginalised masculinities. The multiple gender subordinations of Dalit men are evaluated using “intersectionality” and the “power/knowledge” dichotomy. The article accentuates the anti-essentialist behaviour of non-hegemonic masculinities that challenge dominant masculinities.

Resumo em Português:

Resumo O artigo a seguir procura investigar aspectos relacionados aos temas da agência maternal, do poder, da violência e da bruxaria, bem como a forma como são apresentados na Tragédia de Macbeth, do dramaturgo inglês William Shakespeare (c.1564-1616), por meio da personagem Lady Macbeth e das três bruxas que representam a autoridade metafísica no mundo da peça. Para tanto, faz-se uso do arcabouço teórico proporcionado pelos estudos de Harold Bloom (1998), Harold Goddard (1951) e Stephanie Chamberlain (2005), além de outros, cotejado com a análise de passagens-chave da peça, sob um recorte histórico que considera o comportamento de gênero no início da idade moderna, bem como as fontes históricas que inspiraram a criação da peça.

Resumo em Inglês:

Abstract This paper aims at investigating themes of maternal agency, power, violence and witchcraft, as they are portrayed in William Shakespeare’s The Tragedy of Macbeth, by means of the character of Lady Macbeth and the Weird Sisters, who represent metaphysical authority within the world of the play. In order to do as much, the academic contributions of such scholars as Harold Bloom (1998), Harold Goddard (1951) and Stephanie Chamberlain (2005), as well as others, are employed in order to analyze key passages in the play, all within the backdrop of gender roles in the Early Modern period, as well as the historical sources which inspired Shakespeare’s creation of the play.

Resumo em Inglês:

Abstract The article proposes a reevaluation of Vladimir Nabokov’s Lolita (1955), considering the controversy surrounding the novel’s theme: the sexual obsession of an adult man with a preadolescent girl. It questions whether the text is addressed to a male, heterosexual public. Furthermore, it shows how readership has shifted with the rise of feminist, gender and sexuality studies as it debates the relevance of the novel in terms of its formal choices. As such, the article considers Nabokov’s exilic condition and adoption of English as a language for literary production, examining how these issues contribute to the development of Lolita, particularly with regard to the figure of its unreliable narrator. Additionally, two filmic adaptations are analyzed: Stanley Kubrick’s (1962) and Adrian Lyne’s (1997), taking into account representations of misogyny and narrative voice.

Resumo em Inglês:

Abstract This article fleshes out the representation of Arabs and their culture in Gertrude Bell’s Syria: The Desert and the Sown (1907). Even though this travel book has already been examined, the nuanced ways in which Bell employs the narrative space to express her views and her varied responses to the different customs and manners she encounters during her travels have not been thoroughly explored. We argue that Bell’s uncertain subject position while travelling in Syria has offered her a productive third space where she provides a multilayered mapping of the cultural differences she has encountered. The findings suggest that there are times when Bell’s representation of difference is fed by and feeds into the Orientalist paradigm of her time. Yet, there are other times when she throws doubt on and even refutes Western hierarchical evaluative standards regarding the other. Syria presents a narrative rich in its various and at times opposing voices embodied in the forms of self-exoticism, self-reflection and self-fashioning.

Resumo em Inglês:

Abstract Pseudo-activity as a mode of engagement devised by contemporary politics has become a proper channel through which the systems have enabled themselves to engage people all the time with complex local and global governmental issues, the resolving of which is beyond the ordinary individuals’ sphere. Pseudo-activity on the one hand, ensures the systems that people’s passivity is disrupted and on the other, this consistent preoccupation distances them from focusing on their existential priorities and ultimately leads to a form of self-forgetfulness and lack of responsibility towards their own existence. This study perceives the setting of Edward Bond’s play Saved as a similar context where the leading outsider character Len has engrossed himself so intensely with the immoral and disturbing actions of people around him that he has almost lost sight of his own existential grounding. By adopting an Existential approach and bonding it to Žižek’s understanding of pseudo-activity, the study will provide Len with a possible opportunity to escape pseudo-activity and to be saved.

Resumo em Inglês:

Abstract The aim of this article is to consider the literature of Goa, former Portuguese colony in India (1510-1961), where four main languages are spoken: Konkani; Marathi; Portuguese, and English. This plurilingual society not only deconstruct the monolingual national literary canon but also call for a different way of approaching and reading literary narratives, in terms of literary clusters (Mohanty 2011) that belong to the same “Significant Geography” (Orsini 2015; Laachir at al. 2018). In this context, I will consider four Goan short stories that criticize the religious divide in Goa: “Shiva, at Play” [Shiva brincando] (2022), written in Portuguese by Maria Elsa da Rocha; “The Crucifix on the Chain” [Gallyantulo khuris] (2015), in Konkani by Prakesh Parienkar; “Says Kabira” [Kahat Kabira] (2018), in Marathi by Vithal L. Gawas; “Saibinn” (2008), in English by José Lourenço.

Resumo em Português:

Resumo Este artigo investiga a relação entre educação linguística e decolonialidade, com foco na agência docente no uso de materiais didáticos. Inscrevendo-se na Linguística Aplicada implicada (Souto Maior, 2022), compreende o ensino de inglês como um espaço de desaprendizagem (Fabrício, 2006) das estruturas sociais. A pesquisa qualitativa analisa a unidade 4 do livro didático “Moderna Plus” (Almeida, 2020), aprovado pelo PNLD 2021 (Brasil, 2021), que aborda justiça social, mas com limitações na problematização do racismo. Os resultados indicam que a agência docente é essencial para ampliar as discussões propostas e promover práticas mais críticas. Conclui-se que a formação continuada e o uso de materiais complementares fortalecem a educação linguística como espaço de transformação social.

Resumo em Inglês:

Abstract This paper investigates the relationship between language education and decoloniality, with a focus on teacher agency in the use of teaching materials. Framed within the engaged Applied Linguistics (Souto Maior, 2022), it understands English teaching as a space for the unlearning of social structures (Fabrício, 2006). This qualitative study analyzes Unit 4 of the textbook “Moderna Plus” (Almeida, 2020), approved by PNLD 2021 (Brasil, 2021), which addresses social justice but presents limitations in its treatment of racism. The findings indicate that teacher agency is essential to expand the proposed discussions and foster more critical practices. The study concludes that ongoing teacher education and the use of supplementary materials strengthen language education as a space for social transformation.

Resumo em Inglês:

Abstract This paper reports the first cycle of an action research in an English for Specific Purposes (ESP) classroom, which examined the causes of aggressive communication and explored how integrating Social Emotional Learning (SEL) and Peace Linguistics (PL) promotes communicative peace. Sixty voluntary participants engaged in a structured intervention involving discussions, observations, and self-reflection reports, followed by immediate and delayed post-study discussions to assess learner perceptions and the sustainability of outcomes. Thematic content analysis revealed that SEL and PL integration enables and enhances constructive communication, critical inquiry, and reflective thinking, while also supporting global competencies and employability skills. The findings suggest the need for a reimagined ESP pedagogy that prioritizes holistic learner development beyond academic achievement.

Resumo em Inglês:

Abstract This article aims to reflect on teaching practices related to the development of materials for English as an additional language in a Brazilian high school, linking them to ethnic-racial relations and critical language pedagogy. By analyzing our practice as we re-examined the activities first developed over a decade ago, we may track our development as socially engaged educators from a critical perspective (Freire, 1996/2021). Our analysis identified that despite progress in policies and student diversity, racism is still a major issue in schools. The findings reinforce the continued relevance of our emancipatory teaching approach.

Resumo em Português:

Resumo Este artigo discute questões raciais da sociedade brasileira e como são abordadas em livros didáticos de língua inglesa, sob a ótica da interculturalidade crítica, entendida como uma ferramenta de desnaturalização de desigualdades e injustiças sociais. A investigação do livro didático é realizada por meio de análise documental como metodologia de pesquisa científica, adotando uma perspectiva crítica que ressalta a premência de uma abordagem intercultural no tratamento de questões sociais, como o racismo, nesses manuais de ensino. As discussões culminam na análise de duas unidades da coleção Way to English for Brazilian Learners (Franco; Tavares, 2018) que abordam questões étnico-raciais consoantes com os princípios da interculturalidade crítica, fornecendo subsídios para uma educação linguística voltada ao combate das desigualdades e à transformação social.

Resumo em Inglês:

Abstract This article discusses racial issues in Brazilian society and how they are addressed in English language textbooks through the lens of critical interculturality, understood as a tool for denaturalizing social inequalities and injustices. The investigation of textbooks is conducted using documentary analysis as a scientific research methodology, adopting a critical perspective that underscores the urgency of an intercultural approach to addressing social issues such as racism in these educational materials. The discussion culminates in the analysis of two units from the Way to English for Brazilian Learners series (Franco; Tavares, 2018), which address ethnic-racial issues in accordance with the principles of critical interculturality, providing support for language education committed to fighting inequalities and promoting social transformation.

Resumo em Português:

Resumo Kumaravadivelu (2016) afirma que professores não-nativos de línguas estrangeiras são intelectuais subalternos, que devem agir em coletividade para desfazer os nós que os prendem ao pensamento hegemônico. Com isso em mente, apresentamos neste artigo uma unidade didática de língua inglesa para alunos do Ensino Médio, fundamentada nos conceitos de gramática da decolonialidade (Kumaravadivelu, 2016), de educação linguística intercultural (Mendes, 2022) e de letramento sociointeracional crítico (Tílio, 2019). As aulas que compõem a unidade têm como ponto de partida vídeos que abordam estereótipos negativos sobre o continente africano, desenvolvidos pela influenciadora nigeriana Charity Ekezie. Dessa forma, aspectos que tangenciam questões como desequilíbrio de poder e subalternidade, questões essas que podemos relacionar ao conceito de colonialidade, além de aspectos ligados à reflexividade e desenvolvimento de consciência crítica, são colocados em pauta durante as atividades propostas. Essas questões englobam as seguintes reflexões: (i) como estereótipos sobre sujeitos que estão na condição de subalternos podem ser questionados e desconstruídos, e (ii) como a própria prática de sala de aula de línguas estrangeiras pode reforçar concepções colonializadas, como a de native speakerism, sendo reproduzidas através de materiais didáticos importados, entre outros artefatos que replicam ideologias de grupos hegemônicos.

Resumo em Inglês:

Abstract Kumaravadivelu (2016) states that non-native foreign language teachers are subaltern intellectuals who must act collectively to undo the knots that bind them to hegemonic thinking. With this in mind, in this article, we present an English language teaching unit for high school students, based on the concepts of the grammar of decoloniality (Kumaravadivelu, 2016), intercultural linguistic education (Mendes, 2022) and critical sociointeractional literacy (Tílio, 2019). The lessons that are a part of the teaching unit are based on videos that address negative stereotypes about the African continent, developed by the Nigerian influencer Charity Ekezie. Thus, aspects that address issues such as power imbalance and subalternity, issues that we can relate to the concept of coloniality, in addition to aspects linked to reflexivity and the development of critical consciousness, are approached during the proposed activities. These subjects encompass the following reflections: (i) how stereotypes about subjects who are in a subordinate condition can be questioned and deconstructed, and (ii) how the practice of foreign language classrooms itself can strengthen colonized conceptions, such as that of a native speaker, being reproduced through imported teaching materials, among other artifacts that replicate ideologies of hegemonic groups.

Resumo em Inglês:

Abstract This article presents a pedagogical proposal grounded in the Translanguaging Learning Movement Framework (TLMF), developed through collaborative teacher education sessions from the Translinguar Project in southern Brazil. Comprising seven flexible pedagogical movements, the TLMF was co-constructed through educators’ reflections and draws on translanguaging theory. The article outlines a teaching unit on climate justice, a pressing theme marked by environmental disasters disproportionately affecting migrant communities. The proposal offers strategies for implementing translanguaging pedagogy in multilingual classrooms, fostering linguistic, social, and climate justice. It contributes to critical language education by connecting diverse linguistic repertoires with context-responsive and socially engaged teaching practices.

Resumo em Português:

Resumo Este artigo problematiza a relação entre plataformização, neoliberalismo e colonialidade e seus efeitos para o ensino de língua inglesa a partir da implementação da Plataforma SPeak na rede estadual paulista. Com base em uma pesquisa qualitativa exploratória em educação, foram analisados documentos oficiais, publicações e comentários de estudantes na rede social TikTok. A análise evidenciou um número excessivo de atividades e tarefas de produção oral baseadas na repetição de frases pré-definidas, que exigem reconhecimento por algoritmos para progressão no curso. Tal estrutura indica um revival de métodos tradicionais de ensino e reafirma imaginários sociais em que a colonialidade da linguagem reposiciona os estudantes em um lócus de déficit a despeito de inúmeros avanços na área. Partindo de debates contemporâneos do campo educacional e dos estudos decoloniais, argumentamos que a plataformização do ensino da língua inglesa, constitui tema merecedor de urgente reflexão posto que este modelo neoliberal pode acentuar a desigualdade social.

Resumo em Inglês:

Abstract This article problematizes the relationship between platformization, neoliberalism, and coloniality and its effects on English language teaching, based on the implementation of the Speak Platform in the public school system of São Paulo state. Grounded in a qualitative and exploratory educational research approach, the study analyzed official documents, publications and comments posted by students on the social media platform TikTok. The analysis revealed an excessive number of activities and oral production tasks based on the repetition of pre-defined sentences, which require algorithmic recognition to progress through the course. This structure indicates a revival of traditional teaching methods and reaffirms social imaginaries in which the coloniality of language repositions students in a locus of deficit, despite numerous advances in the field. Based on contemporary debates in the educational field and decolonial studies, we argue that the platformization of English language teaching, constitutes a topic that urgently deserves reflection, given that this neoliberal model has the potential to accentuate social inequality.

Resumo em Inglês:

Abstract This article is grounded in a pedagogical experience that developed over three English lessons in a Brazilian public school, where a student named Malu, a transgender and autistic girl, resisted the colonialities of being, knowledge, ability, and gender. Based on critical language education (Pennycook, 2021) and the praxiological framework of decoloniality, especially the coloniality of being (Maldonado-Torres, 2007), intersected with the colonialities of gender (Lugones, 2023), ability (Dirth & Adams, 2019), and knowledge (Mignolo, 2009), this critical/decolonial research analyzes how Malu redefined the lesson through her personal engagement with a poem. Drawing from classroom observations and Malu’s own productions, the study shows how her actions constituted a decolonial pedagogical biopraxis (Ortiz Ocaña et al., 2021), revealing possibilities for transforming the language classroom into a space of recognition and life affirmation.

Resumo em Português:

Resumo O presente artigo, fruto de uma pesquisa de doutorado, se propõe a repensar as práticas de ensino de língua inglesa no contexto da educação técnica ao buscar articular teorizações que advogam por uma formação crítica e interdisciplinar, não mercadológica, com os estudos sobre translinguagem. Os dados, frutos de uma pesquisa de campo e obtidos através de questionários e gravações de aulas, apresentam um recorte de práticas linguísticas registradas durante o desenvolvimento de um projeto de letramento em um curso técnico de química. Tais práticas apontam para as potencialidades e desafios quando adotamos uma perspectiva translíngue e multimodal para entender os usos estratégicos dos repertórios linguísticos na sala de aula de língua inglesa, dentre os quais se destacam a integração entre língua e conhecimento técnico em favor de uma educação linguística comprometida com a transformação social.

Resumo em Inglês:

Abstract This paper, the result of a doctoral research, aims to rethink English language teaching practices in the context of vocational education as it tries to articulate theories that advocate for a critical and interdisciplinary education, not tied to the market, with studies about translanguaging. Data discussed in this article, derived from a field study and collected using questionnaires and class recordings, presents a set of language practices recorded during the development of a literacy project in a chemistry vocational course. Such practices point to the potentialities and challenges when we adopt a translingual and multimodal perspective to understand the strategic uses of linguistic repertoires mobilized in the English classroom, such as the integration of language with vocational knowledge in favor of a language education committed to social transformation.

Resumo em Português:

Resumo Este artigo discute como as ideologias linguísticas de formadoras/es de professoras/es de inglês se aproximam ou distanciam de uma educação voltada para a justiça social, fraturando ou reforçando ideologias modernas de língua. Em termos praxiológicos e metodológicos, esta pesquisa é embasada em perspectivas crítico-decoloniais, a partir das quais discutimos entrevistas narrativas com seis professoras/es de inglês de cursos de Letras no estado de Goiás, Brasil. O estudo revela como ideologias modernas ainda influenciam e até mesmo moldam o ensino de inglês. No entanto, a oscilação entre concepções tradicionais e críticas, compartilhadas pelas/os educadoras/es participantes, gera fissuras que abrem espaço para micromovimentos pedagógicos, com vistas à legitimação de repertórios diversos, à valorização de saberes silenciados e, assim, à emergência de possibilidades de resistência e transformação social.

Resumo em Inglês:

Abstract This article discusses how the language ideologies of English teacher educators align with or diverge from an education oriented toward social justice, either by fracturing or reinforcing modern language ideologies. In praxiological and methodological terms, this research is grounded in critical and decolonial perspectives, which inform our discussion of narrative interviews with six English language teachers/professors affiliated with undergraduate language teaching programs in the state of Goiás, Brazil. The study reveals how modern ideologies still influence and even shape English teaching. However, the oscillation between traditional and critical conceptions shared by the participating educators creates fissures that open space for pedagogical micro-movements aimed at legitimizing diverse repertoires and valuing silenced knowledges, thereby fostering possibilities for resistance and social transformation.

Resumo em Português:

Resumo Este artigo analisa as praxiologias de docentes que atuam no ensino de língua inglesa na educação infantil e anos iniciais do ensino fundamental, e investiga como estas práticas potencializam a promoção da justiça social no contexto educacional brasileiro. A pesquisa inscreve-se na Linguística Aplicada e utiliza a metodologia da Pesquisa Crítica de Colaboração, com dados gerados a partir de encontros remotos realizados com professores de diferentes redes municipais de ensino. Os resultados evidenciam que, apesar da ausência de obrigatoriedade curricular e formação específica, as praxiologias docentes constituem-se como mecanismos de resistência e transformação, materializando-se na busca por legitimação institucional, na valorização dos saberes locais, na produção colaborativa de materiais didáticos e na contextualização do ensino. Observa-se a significativa reorientação conceitual do “ensino para crianças” para a “educação linguística com crianças”, posicionando-os como sujeitos de direitos e agentes na construção do conhecimento. Essas praxiologias, ao possibilitarem o acesso à língua inglesa para estudantes da rede pública, contribuem para a redução de disparidades educacionais, ainda que se reconheça a necessidade de transformações estruturais mais amplas nas políticas públicas educacionais.

Resumo em Inglês:

Abstract This article analyzes the praxiologies of teachers who work in English language teaching in early childhood education and the initial years of elementary education, investigating how these practices enhance the promotion of social justice in the Brazilian educational context. The research is situated within Applied Linguistics and uses Critical Collaborative Research methodology, with data generated from remote meetings held with teachers from different municipal education networks. The results show that, despite the absence of curricular requirements and specific training, teaching praxiologies constitute mechanisms of resistance and transformation, materializing in the search for institutional legitimization, valuing local knowledge, collaborative production of teaching materials, and contextualization of teaching. A significant conceptual reorientation from “teaching for children” to “linguistic education with children” is observed, positioning them as subjects with rights and agents in knowledge construction. These praxiologies, by enabling access to the English language for public school students, contribute to reducing educational disparities, although the need for broader structural transformations in educational public policies is acknowledged.

Resumo em Inglês:

Abstract The growing interest in critical English language education research within the Brazilian context highlights the need for a systematic review aimed at mapping the state of the art. I used Google Scholar to identify 143 articles which discussed the topic and met the inclusion criteria. The review shows that the growing prominence of critical English language education, linked to broader educational orientations and the rise of Critical Applied Linguistics in Brazil, emphasizes discussions on “critical themes”, particularly issues affecting minority groups. The review highlights a lack of research on the systematic teaching of language, though existing studies show notable progress. The findings can support educational policymakers in reimagining approaches to teaching language for social justice, grounded in a theme-based curriculum, moving away from the current model that emphasizes skills development.

Resumo em Inglês:

Abstract In this article, as white English teachers at a federal public university in Brazil, we problematize how we have constructed our processes of racialization in our life histories, and how these processes relate to the praxiologies1 and curricula we experience. Allied with authors such as bell hooks (1994), Cida Bento (2022), Djamila Ribeiro (2019), Jacira Monteiro (2023), Gabriel Nascimento (2019), Esau MacCaulley (2021), among others, in this duo(auto)ethnography (Sawyer & Norris, 2016) we discuss the tensions we feel in our attempts to (re)position ourselves in relation to racial inequalities and how we are implicated in them by our own privileges. We expose ourselves at the risk of criticism as we attempt to generate new possibilities and search for new ways of building antiracist praxis in the areas of critical language education and language teacher education. We attempt to break the comfortable silences that, many times, white people tend to maintain regarding racism in Brazil and show how contextual and contingent antiracist pedagogies are.

Resumo em Inglês:

Abstract Aware of Brazil's stark inequities and the neoliberal framing of schooling, this article advances a critical, justice-oriented view of bi/multilingual intercultural education. Drawing on interculturality, a heteroglossic view of language, and decolonial pedagogies—including translanguaging—we analyze thematic activities from a learning resource designed for under-resourced contexts. Organized around culturally relevant stories (Indigenous lives, racism, gender inequality), the material adopts a translanguaging/decolonial stance to reject colonial boundaries of named languages while valuing students' linguistic-semiotic, cultural, and historical repertoires often erased by abyssal thinking. We situate bi/multilingual education in Brazil amid hegemonic ideologies, then contextualize the Bilingual Kids portfolio and examine how early-childhood activities foster translanguaging (García & Wei, 2014), intercultural practices, and multidiscursivity (Busch, 2014) to unsettle colonial norms. We argue that intentionally selected children's stories counter school color-blindness and expand access to plural narratives, enabling more agentive, responsive, and solidaristic subjects (Sousa Santos, 2002). We conclude by reflecting on how the portfolio challenges coloniality and Eurocentric universalism, and on our loci of enunciation as researchers and teacher educators.

Resumo em Português:

Resumo Neste artigo, discutimos os fundamentos de uma Linguística Aplicada Antirracista articulada à praxiologia da esperança, com base nos aportes da Linguística Aplicada Crítica (LAC) e nos escritos de Paulo Freire (2019; 2020). Analisamos o racismo como fenômeno histórico, social e linguístico, defendendo a necessidade de práticas educativas comprometidas com a equidade racial e a justiça social. A partir da concepção de linguagem como prática situada e ideologicamente marcada, propomos uma educação linguística crítica em língua inglesa que valorize os saberes e vozes dos sujeitos historicamente oprimidos. O artigo apresenta exemplos pedagógicos concretos – como análise crítica de músicas, leitura de narrativas negras, produção multimodal e oficinas reflexivas – que ilustram possibilidades de atuação docente inspiradas na praxiologia da esperança. Tais propostas pedagógicas visam a tensionar o negacionismo racial e a promover o letramento crítico antirracista em contextos escolares. Ao articular teoria e prática, buscamos contribuir para a construção de uma educação linguística em inglês que seja plural, emancipatória e eticamente situada.

Resumo em Inglês:

Abstract In this article, we discuss the foundations of an Antiracist Applied Linguistics articulated with the praxeology of hope, drawing on the contributions of Critical Applied Linguistics (CAL) and the writings of Paulo Freire (2019; 2020). We analyze racism as a historical, social, and linguistic phenomenon, arguing for the need for educational practices committed to racial equity and social justice. Based on the concept of language as a situated and ideologically marked practice, we propose a critical linguistics education in English that values the knowledge and voices of historically oppressed subjects. The article presents concrete pedagogical examples—such as critical analysis of music, reading of Black narratives, multimodal production, and reflective workshops—that illustrate possibilities for teaching inspired by the praxeology of hope. These pedagogical proposals aim to challenge racial denialism and promote critical antiracist literacy in school contexts. By articulating theory and practice, we seek to contribute to the construction of a linguistic education in English that is plural, emancipatory and ethically situated.

Resumo em Português:

Resumo Este artigo apresenta a proposta de educação linguística politicamente engajada que orienta um projeto de extensão de uma universidade pública do estado do Rio de Janeiro. A ação extensionista oferece oficinas on-line de inglês para crianças de 8 a 11 anos de todo o Brasil, com aulas ministradas por graduandos/as do curso de Inglês-Literaturas. Com base em discussões sobre linguagem, política (Pennycook, 2004, 2021) e ensino de inglês na infância (Colombo; Consolo, 2016; Kawachi-Furlan; Tonelli, 2021; Rocha, 2006, 2012), analisa-se uma unidade didática desenvolvida em uma das oficinas a fim de materializar a proposta do projeto. Por meio deste estudo, apresenta-se uma iniciativa que articula o ensino da língua inglesa à reflexão crítica sobre relações de poder nas práticas sociais, promovendo uma abordagem educativa transformadora.

Resumo em Inglês:

Abstract This article presents a politically engaged language education approach that informs an outreach project developed at a public university in the state of Rio de Janeiro. The initiative offers online English workshops for children aged 8 to 11 from across the country, taught by undergraduate students in the English and Literature program. Grounded in theoretical discussions on language and politics (Pennycook, 2004, 2021) and English language teaching in early childhood (Colombo; Consolo, 2016; Kawachi-Furlan; Tonelli, 2021; Rocha, 2006, 2012), the article analyzes a teaching unit designed within one of the workshops to exemplify the project's pedagogical foundations. The study highlights how English language instruction can be integrated with critical reflection on power relations embedded in social practices.

Resumo em Português:

Resumo Neste texto, busco ressaltar a importância de um fazer pedagógico que acolha a diversidade constitutiva dos alunos como um aspecto de fundamental importância nos processos de construção de conhecimento, podendo contribuir não apenas para a justiça educacional, mas também para a justiça social. Com base em autores como Soares (2004a; 2004b), Anstey e Bull (2018), Hytten e Bettez (2011), Kalantzis e Cope (2023a, 2023b) e Cope e Kalantzis (2024), entre outros no cenário nacional, apresento transformações no conceito de letramento, comento sobre o que podemos depreender do conceito de justiça social, e abordo a relação intrínseca entre os multiletramentos e a noção de justiça social, indicando como os multiletramentos, enquanto um programa comprometido com a justiça educacional, podem contribuir para a valorização das identidades de letramento dos alunos e, em uma dimensão mais ampla, para a transformação social.

Resumo em Inglês:

Abstract In this text, I seek to highlight the importance of pedagogical practices that embrace the constitutive diversity of students as an aspect of central importance in the processes of knowledge construction, which can contribute not only to educational justice but also to social justice. Drawing on authors such as Soares (2004a; 2004b), Anstey and Bull (2018), Hytten and Bettez (2011), Kalantzis and Cope (2023a, 2023b), and Cope and Kalantzis (2024), among others in the national sphere, I present transformations in the concept of literacy, discuss interpretations of the concept of social justice, and address the intrinsic relationship between multiliteracies and the notion of social justice, showing how multiliteracies, as a program committed to educational justice, can contribute to the valuing of students’ literacy identities and, more broadly, to social transformation.

Resumo em Português:

Resumo Neste artigo, analiso o videoclipe The Body Electric (2014), do projeto Hurray for the Riff Raff, como artefato cultural que convoca práticas de multiletramentos decoloniais. Com base em Duboc e Menezes de Souza (2021), entendo multiletramentos decoloniais como práticas críticas de significação que ao integrar múltiplas linguagens e mídias, visam desestabilizar estruturas coloniais de poder, saber e representação. Sustento que a obra encena uma “gramática da resistência” ao subverter a naturalização da violência de gênero na cultura popular. Com base na teoria da performatividade de Judith Butler (2018), discuto como a canção e o vídeo reinscrevem tais discursos abrindo fissuras em sua lógica normativa. A referência intermidiática (Rajewsky, 2012) à pintura O Nascimento de Vênus (Botticelli, 1985) é examinada à luz da crítica à colonialidade tensionando representações eurocêntricas, conforme Walter Mignolo (2017) e Maria Lugones (2020). Por fim, proponho a análise do videoclipe como gesto pedagógico para uma educação linguística decolonial, em que se articulam práticas de negociação de sentidos que visam desmantelar arquiteturas de opressão e insurgir epistemes dissidentes, materializando, assim, justiça social na tessitura do sensível.

Resumo em Inglês:

Abstract This paper analyzes the music video The Body Electric (2014), by the band Hurray for the Riff Raff, as a cultural artifact that engages decolonial multiliteracies practices. Grounded in the work of Duboc and Menezes de Souza (2021), I define decolonial multiliteracies as critical meaning-making practices that integrate multiple languages and media to destabilize colonial structures of power, knowledge, and representation. I argue that the work performs a “grammar of resistance” by subverting the naturalization of gender-based violence in popular culture. Drawing on Judith Butler’s (2018) theory of performativity, I examine how the song and video reinscribe discourses of violence, creating cracks in their normative logic. The intermedial reference (Rajewsky, 2012) to Botticelli’s painting The Birth of Venus is analyzed through the lens of coloniality critique, challenging Eurocentric representations as discussed by Walter Mignolo (2017) and Maria Lugones (2020). Finally, I propose the analysis of the video as a pedagogical gesture toward decolonial language education, weaving together meaning-making practices that aim to dismantle architectures of oppression and insurgent dissident epistemes, thus materializing social justice in the fabric of the sensible.

Resumo em Inglês:

Abstract This article draws from work on transformative learning and posthumanism to suggest means by which critical language pedagogy could be extended. Current English Language Teaching (ELT) teacher development with English as a Lingua Franca (ELF) in focus is proposed as a site within which to consider future transformative work, possibly incorporating posthumanist themes. Sample activities based on emancipatory and transformative uses of literature in a plan for future language teacher development are outlined.

Resumo em Inglês:

Abstract Carmen Maria Machado’s In the Dream House (2019) is a lyric memoir through which she goes beyond the usual representations of space and place in women’s writing, refashioning their narratives. By offering a queer geocritical perspective and creating a distinctive space of storytelling, Machado explores abuse between queer women. Drawing on horror and gothic tropes and style, she narrates her personal experience of queer domestic violence, inviting readers to navigate a story that is rarely told, let alone published. In this context, this paper aims to examine the ways Machado employs space, place and spatial narrative strategies and whether and how the embodied experience of space and place transforms itself when a text travels into another culture through a different language. Focusing, as a case study, on the book’s translation in Greek, and considering that Machado herself lacked a language to describe what was happening to her while also having to deal with feelings of disloyalty to the very idea of lesbianism, this paper ultimately explores whether and how women’s experiences and the spaces in which they engage retain their multiplicity in translation.

Resumo em Português:

Resumo Neste trabalho1, se desenvolve o tema da reescrita de mitos femininos em Borderlands/La frontera: The new mestiza, publicado em 1987 pela escritora Gloria Anzaldúa. A partir de seu posicionamento como mulher, chicana, lésbica e queer, a autora propõe uma jornada simbólica para uma nova consciência mestiça, cujo início se dá em um ponto físico: a fronteira geográfica imposta entre os Estados Unidos e o México. Através de um mergulho na psique humana, são invocados mitos femininos pré-colombianos e pertencentes ao imaginário mexicano e chicano, que são ressignificados na obra. Esses mitos questionam os sujeitos das representações tradicionais e propõem outro caminho para redizer os vários nomes da Mulher que foram esquecidos pelos sistemas tradicionais de representação.

Resumo em Inglês:

Abstract In this work we discuss the theme of the rewriting of female myths in Borderlands/La frontera: The new mestiza, a book published in 1987 by Gloria Anzaldúa. Based on her position as a woman, Chicana, lesbian and queer, the writer proposes a journey towards a new mestizo consciousness, which begins at a physical point: the geographic boundary imposed between the United States and Mexico. Through a dive into the human psyche, pre-Columbian female myths are invoked, belonging to the Mexican and Chicano imaginary, which are re-signified in the work. The female myths in Borderlands, in this sense, question the subjects of traditional representations and propose another way to retell the various names of Women that have been forgotten by traditional systems of representation.

Resumo em Português:

Resumo A hipótese deste ensaio é de que o romance “The Flamethrowers”, de Rachel Kushner (2013), tem como recursos de construção e estilo a adaptação, para a narrativa literária, de uma série de elementos e técnicas cinematográficas, bem como insere como conteúdo temático para o centro de consciência da obra a noção da base e da superestrutura. A análise tomou como referência o conceito de literatura como ato socialmente simbólico, de Fredric Jameson, bem como um dos muitos leitmotive presentes no livro: o fogo. Argumentamos que os elementos de construção e estilo são responsáveis tanto pela ancoragem histórica, quanto pela representação, nas camadas narrativas, do capitalismo tardio em sua capacidade de englobar todas as esferas da vida.

Resumo em Inglês:

Abstract The hypothesis of this essay is that the novel “The Flamethrowers”, by Rachel Kushner (2013), has as its construction and style principles the adaptation, for the literary narrative, of a series of elements and cinematic techniques, as well as inserts as thematic content for the center of consciousness of the work the notion of base and superstructure. The analysis brings as reference the concept of literature as a socially symbolic act, by Fredric Jameson, as well as one of the many leitmotifs present in the book: the fire. I argue that the elements of construction and style are responsible both for the historical anchorage and for the representation, in the narrative layers, of late capitalism in its ability to encompass all spheres of life.

Resumo em Inglês:

Abstract This article1 considers how Augusta, Lady Gregory, playwright and co-founder of Ireland’s Abbey Theatre, crafts a dramaturgy of feminist historiographic space across her folk-history trilogy, Grania, Kincora, and Dervorgilla. The article engages with scholars across Irish theatre history, spatial theory, and feminist theory to propose a new vision of a dramaturgy of feminist historiography in Gregory’s plays. Irish women artists and activists intentionally reclaimed and reimagined women from Irish folk history as a method of cultivating women’s space within the national and nationalist imaginations. In her reconceptualization of these histories for the stage, Gregory was envisioning an Irish national drama where women were center stage, and by extension, demonstrated the power of women’s presence within the greater cultural nationalist movement.

Resumo em Português:

Resumo Este artigo explora como as memórias de Virginia Woolf em “Um Esboço do Passado” (escrito entre 1939 e 1940) podem ser percebidas como assombradas. Através dos tropos de “casa assombrada” e de “presenças fantasmagóricas,” examinamos as lembranças de Woolf sobre sua casa de verão na infância—Talland House, em St. Ives—e a figura espectral central: sua mãe, Julia Stephen. Para desenvolver essa análise, situamos “Esboço” no campo mais amplo de escritas de vida, enfatizando sua natureza fragmentada e sensorial, ao mesmo tempo que discutimos as características híbridas e liminares da auto/biografia. Em seguida, exploramos a relação entre casas e memória (Lee 2020; Bachelard 1964) e o conceito de obsidiologia (Derrida 1994; Rahimi 2021) para destacar o vínculo indissociável entre memória, espaço e assombração, onde Talland House se torna um espaço de memória espectral e Stephen sua presença constante.

Resumo em Inglês:

Abstract This article explores how Virginia Woolf’s memories as worked into her piece of life writing “A Sketch of the Past” (1939-1940) can be perceived as haunted. Employing the tropes of the “haunted house” and “ghostly presences,” we examine Woolf’s “colour-and-sound memories” (Woolf 66) of her childhood summer home—Talland House in St. Ives—and its central spectral figure: her mother, Julia Stephen. To develop this, we situate “Sketch” within the broader field of life writing, emphasizing its fragmented and sensorial nature while discussing the hybrid and liminal characteristics of auto/biography. We then delve into the relationship between houses and memory (Lee 2020; Bachelard 1964) and the concept of hauntology (Derrida 1994; Rahimi 2021) to highlight the inextricable link between memory, space, and haunting as well as how Talland House emerges as a site of spectral memory, with Julia Stephen as its abiding ghost.

Resumo em Inglês:

Abstract In this article, I explore Ryka Aoki’s science fiction novel, Light from Uncommon Stars (2021) and its depiction of social and spatial violence against trans* women in a North American context. I contend that Aoki presents instances of what Derrida describes as hostipitality, a blending of hospitality and hostility, to denounce, through speculation, the extreme vulnerability of trans* racialized women in the United States, and the way in which patterns of exclusion and abjectification can be (re)produced in queer spaces. Aoki’s depiction of spatiality and failed hospitality thus highlights the unique (and often ignored) forms of violence experienced by trans* racialized women through the inclusion of science fiction elements.

Resumo em Inglês:

Abstract This article explores the relationship between spatiality and the formation of feminine subjectivity in Virginia Woolf’s A Room of One’s Own. By tracing the protagonist Mary’s intellectual journey, the study examines how space — material and symbolic — shapes agency, autonomy, and visibility within gendered constraints. Drawing on theoretical perspectives from Michel de Certeau, Henri Lefebvre, Victoria Rosner, and Mark Wigley, the analysis foregrounds the role of spatial practices in negotiating identity under Victorian social norms. The article contributes to feminist literary criticism by offering a spatial reading of Woolf’s essay and reaffirming its relevance to contemporary debates on gender and space.

Resumo em Inglês:

This article intends to analyze how Xicana literature navigates (un)safe spaces in the Borderlands. As women, who, more often than not, are also queer, the literature of Xicana authors constantly struggles to find safe spaces in the Borderlands. The historical novel Forgetting the Álamo (2009), by Emma Pérez, illustrates the mobilization of spaces into (un)safe ones. The novel, by remembering the presence of queer Xicanas in history (in the aftermath of the battle of the Alamo), constructs (un)safe spaces in a constantly changing geographical location. The pervasiveness of coloniality is always already endangering the safety of one’s existence. The instability of these “safe spaces” renders them, at the same time, unsafe. This paradoxical relationship opens the possibility of the fractured locus, where colonial and non-colonial discursive practices meet and are rearticulated.

Resumo em Inglês:

Abstract Beginning with the suffrage movement and gaining momentum after the second wave of feminism in the 1960s and 1970s, feminist scholarship inquired how history could echo justice if only one gender narrated it. This question has highlighted the necessity of revisiting prominent though forgotten female voices in history. Accordingly, the authors of this article examine and compare the plays of two writers to explain how women’s voices are represented as oppressed and silenced subjects who endeavor to break the mental and physical siege surrounding them. Iranian playwright Sedigheh Dowlatabadi (1882-1961) and Irish dramatist Patricia Burke Brogan (1926-2022) attempted to revisit the man-written narratives in their oeuvre in order to challenge the subjugated images of women in their plays The Dark Life and Eclipsed respectively. Unlike in Europe, the suffrage movement never gained momentum in Iran, though women received the right to vote in 1963. Only recently women's social activism found expression through the Woman, Life, and Freedom uprisings. In this article, within the comparative study framework, the authors not only explore the historiographical aspects of Burke Brogan and Dowlatabadi’s feminist dramatic aspects but also revisit their significance within the larger context of women’s activism.

Resumo em Português:

Resumo Neste artigo, analiso a representação da solidão feminina em obras de Júlia Lopes de Almeida e Charlotte Perkins Gilman. Há indícios de que Almeida tenha lido o conto “The yellow wallpaper” (1892), de sua contemporânea Gilman, e tenha se inspirado nele em pelo menos duas circunstâncias, como o artigo evidenciará. No romance Cruel amor (1911), de Almeida, a clausura (como no conto de Gilman) está na raiz da loucura feminina, é sua causa e consequência. Já no conto “No muro” (1898), não há precisamente clausura, mas isolamento, que permite à personagem um mergulho em suas memórias, por meio das quais ela acessa lembranças que preferiria ter deixado nas sombras. Trazer ao centro do palco a relação inédita entre a escritora brasileira e a norte-americana é um modo de sugerir que influxos externos serviram como estímulo para a ampliação dos recursos expressivos da escrita feminista brasileira.

Resumo em Inglês:

Abstract In this article, I analyze the representation of female loneliness in works by Júlia Lopes de Almeida and Charlotte Perkins Gilman. There is evidence that Almeida read the short story “The yellow wallpaper” (1892), by her contemporary Gilman, and was inspired by it in at least two circumstances, as this article will show. In Almeida’s novel Cruel amor (1911), enclosure (as in Gilman's short story) is at the root of female madness; it is its cause and consequence. In the short story “No muro” (1898), there is not exactly closure, but isolation, which allows the character to delve into her memories, through which she accesses facts and concerns that she would prefer to have left in the shadows. Bringing to center stage the unprecedented relationship between these Brazilian and North American writers is a way of suggesting that external influences served as a stimulus for expanding the expressive resources of Brazilian feminist writing.

Resumo em Português:

Resumo A crítica literária feminista anglófona dos anos 1970 propõe a ideia da matrilinhagem, segundo a qual o encontro de mulheres escritoras com suas mães literárias representaria uma fonte de acolhimento que as permitiria escrever. As gerações seguintes, no entanto, questionam tal idealização das relações femininas, desvelando seus aspectos ambivalentes e menos acolhedores. Se Bachelard (2000) propõe a associação entre as figuras da mãe e da casa delineando os seus valores positivos, Massey (1994) afirma que a casa pode ser também um lugar de conflito. Neste artigo, propomos uma leitura de “Tempest Air Demons”, em M train (2015), de Patti Smith, e do poema “Wuthering Heights”([1961] 2018), de Sylvia Plath, com o objetivo de verificar como as autoras trabalham de forma não idealizada com as figuras de suas mães literárias através da figuração dos lugares (Lawrence-Zuniga, 2017) do túmulo e da casa.

Resumo em Inglês:

Abstract The 1970s anglophone feminist literary criticism proposes the idea of matrilineage, in which the encounter of women writers with their literary mothers represents a source of nurturing which allows them to write. Subsequent generations, however, question this idealization of female relationships, revealing their ambivalent and less welcoming aspects. While Bachelard (2000) proposes the association between the figures of the mother and the house outlining their positive values, Massey (1994) affirms that the house can also be a place of conflict. In this article, we propose a reading of “Tempest Air Demons” (2015), by Patti Smith, and the poem “Wuthering Heights” ([1961] 2018), by Sylvia Plath, with the aim of verifying how these authors work with the figures of their literary mothers in a non-idealized manner through the representation of the places (Lawrence-Zuniga, 2017) of the grave and the house.

Resumo em Inglês:

Abstract When women engage in (re)naming practices, especially names such as Gulabi, Gulabiya, and Gulabo, they perform a kind of spatial intervention that materially transforms how gender is mapped onto and understood within geographic spaces. This paper attempts to understand the act of (re)naming as an embodied writing practice through which South Asian women performers inscribe new meaning(s) onto contested spaces while simultaneously (re)positioning themselves within patriarchal spatial hierarchies. This paper examines the cultural metaphor of Gulab as a dual symbol that both idealizes and confines a woman within the structured society. This paper also analyses contemporary media representations to chart out how rose operates as a gendered symbol that naturalizes limitations on female agency and reinforces entrenched power dynamics under the guise of beauty. The analysis treats the performative act of renaming as a form of spatial authorship, where women write themselves into and out of places through identity reconstruction. When women adopt, modify, or reclaim names embedded with rose imagery they create alternative narratives. These narratives transform the semiotics of Gulabi within feminine ideals to strategic territorial claims.

Resumo em Inglês:

Abstract This paper investigates four moments in modernist literature where female characters encounter non-human spaces, which can be read as a reimagining of the patriarchal narrative of origin in the Book of Genesis. In two of Virginia Woolf’s novels, To the Lighthouse (1927) and Between the Acts (1941), as well as in Katherine Mansfield’s short story “Bliss” (1920), the characters face a pear tree, while in the short story “Love” (1960), by Brazilian author Clarice Lispector, a moment of surprise takes the main character to the Botanical Garden. These experiences of rapture lead to a displacement in their lives and a creative opening to the reader through art.